Prerequisites: Successful completion of Year 3
Additional Requirements:Enrollment within 30 days of course start date requires you submit a C-form to the Psychiatry Undergraduate Education office, 7.602 Rebecca Sealy, for signature approval.

Responsible Faculty Director:Michael Fuller, M.D.Other Faculty:

Location to Report on First DayRebecca Sealy 7.408 @ 8:00 am

Periods Offered1-11NOT including Period 12 (June), including the holiday vacation Period 13 (Dec)

Maximum Enrollment2

Goals

Diagnosis, treatment and management of patients on medical, obstetric-gynecological, and surgical wardsand in the emergency room.

Objectives

By the conclusion of this acting internship, the student will be able to: 1. Recognize, diagnose and manage delirium and dementia syndromes. 2. Determine mental capacity and distinguish this from competence. 3. Recognize, diagnose and treat depression, anxiety and stress syndromes. 4. List contributions to psychiatric disorder made by drugs used for psychiatric conditions. 5. Outline the mecanisms of action of drugs used for psychiatric conditions. 6. Note the distinctive illness profile seen in AIDS patients. 7. Describe the issues aroused by fatal and terminal illnesses for patients, family and staff.

Description of course
activities

Present patients evaluated to faculty. Working directly with faculty this A/I will assume resident like clinical responsibilities to include directly examining patients, formulating a diagnostic impression and treatment plan and presenting that plan to faculty and other team members. Fourth year student will typically evaluate one new consultation per day with directed study to provide more in depth understanding of psychiatric diagnosis and treatment. The experience can be tailored to focus on specific area(s) of interest, especially if the student plans to enter a field of medicine other than psychiatry.

Type of students who would
benefit from the course

Students going into primary care and psychiatry (though psychiatric issues arise in all specialties of medicine).

Format - What method(s) are used to
document the student's clinical performance?

Daily
oral feedback End of period
oral feedback Written
feedbackOther

2. Oral Presentation

A.

Audience - To whom does the student present?

Faculty and residents/Treatment Team

B.

Frequency / duration of presentation(s)?

Daily

C.

Format - What guidelines are set for
the student's presentation?

Standard Psychiatric Evaluation

D.

Assessment - Who assesses the student's
presentation performance?

Self-assessment
Peer
assessment Faculty
assessment

E.

Method of content selection

Current
cases Student-selected
topic Assigned
topic

3. Written Assignment (H&P's,
notes, papers, abstracts, etc.)

A.

Frequency of written assignment(s)?

Daily Cases

B.

Format - What guidelines are set for
the student's written work?

Students may complete sections of H&P's that are permissible such as demographic information, past history, ROS, vital signs, and lab results. Students may be asked to leave notes in progress section of chart under direction of psychiatry faculty and residents.

What expectations do you have for the
student to demonstrate participation in the elective (e.g. small group
activities, seminars, thoughtful questions, providing resources, journal
club, resident lecture attendance)?

6. Other Modes of Evaluation

Please explain below.

7. If this course is an Acting
Internship, please
complete the following:

A.

Specify how the student will be given formative feedback on their clinical skills.

verbal from faculty and resident at halfway and end of rotation.

B.

List advanced clinical skills that a student will be assured an opportunity to practice.

Interview skills, formulation

C.

List other advanced clinical skills that a student may be exposed to depending on clinical case availability.

Treating acute psychosis, Post Traumatic Stress Disorder

D.

How will the acting intern student have responsibilities similar to a PGY1 resident? How will their responsibilities differ?

Will perform initial intake interviews and report directly to staff or supervising resident

E.

How will this course help prepare a student enter an internship in this field or a related field?

Broad exposure to complex psychiatric conditions in a medical environment.

F.

How will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?

verbally.

G.

Acting Internship students often seek letters of recommendation following their experience. How many different faculty are they likely to encounter during this course? What is the usual number of working days they can expect to encounter the same individual faculty member? Describe the degree of supervision and interaction with faculty vs. residents or other providers.